Soft Skills Training (Rev.1)

8/2/2019 Soft Skills Training (Rev.1)

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Running head: SST

Impact of Soft Skills Training (SST) upon Intellectual Capital of the Organization

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Table of Contents

Introduction .......................................................................................................... 3

Soft Skills .............................................................................................................. 3

Skills coming under the head of Soft Skills ............................................................ 5

Soft Skills Thinking ................................................................................................ 5

Strategies to adopt for Soft Skills Thinking ............................................................ 6

Implementation of Soft Skills Thinking ................................................................. 8

Impact of Soft Skills Training towards Organizational Performance ....................... 9

Performance of the People .................................................................................. 11Current Situation ................................................................................................. 13

Conclusion .......................................................................................................... 14


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Impact of Soft Skills Training (SST) upon Intellectual Capital of the Organization

Introduction

In the world we see today, people have evolved and transformed completely from

previously individuals and people would actually be. With the constantly changing dynamics of

the world today, it becomes much more difficult to keep track of the current situation and project

accurate and concise changes and abrupt movements of industries and businesses together.

This posts a great of effort and understanding of the people who are being inducted in

different corporations and organizations that we see and witness today. Human beings, by far, are

the most difficult element of be integrated in the world we see today. People and human beings

employed and inducted in the organizations are the most important, yet the most critical

component, whose performance and compliance towards tasks assigned could actually guarantee

the success or failure of the organization.

Soft Skills

While companies and organizations have paved way for the development and

understanding of improving employees, they tend to generally focus upon the technical approaches

and attempts of understanding and comprehending the kind of issues and concerns, which were

otherwise responsible and required for performing job tasks. Unfortunately, having technical

knowledge and information regarding the organizational dynamics simply does not fulfill the

requirement of the research known to us (Christopher, 2006, pp.40).


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This is because of the personality that makes human beings human, unlike the kind of

machines that are of assistance. A company may hold outstanding infrastructure, state-of-the-art

technology or even some of the best employees who seized to exist and make big in their academic

fields and key areas with which organizations enter an abyss of profitability and long-term

sustainability. However, it wont last long if a defined set of traits, characteristics, qualities and

attributes have either not been incorporated and injected into the employees, leading to a stagnant,

or worst comes to worst, dead organization (Evenson, 2001).

Soft skills are a combination of all those emotions, feelings and thoughts, which are being

displayed and acted upon by employees within the organization. To be more specific, soft skills

regard the emotional intelligence or related to a person EQ, which symbolizes the internal

thought process and developing the kind of relationships people develop with themselves and with

others around the organization (Ganzel, 2001).

In the current environment, emotional intelligence is an important attribute for leaders to

successfully lead the transformation of work environments and often an area where cardiovascular

programs fall short. Effective leadership requires that leaders value the perspective and input of

each discipline.

Many authors define what is emotional intelligence, among them are Peter Salovey, John

Mayer and Daniel Harvard, the latter was the one who made known the term "Emotional

Intelligence" which states that an emotionally intelligent person is able to through their feelings is

able to positively influence their behavior and also that of others (Glenn, 2003, pp.9). Emotional

Intelligence In addition Saloney summarizes five points explained later. These points are in

essence, the author, key points to develop the ability to conduct their own emotions and to control

depending on the situation where you are.


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Skills coming under the head of Soft Skills

With reference to the kind of organizational requirements, which should actually exist

among individuals, the most prominent areas that could be covered and titled under the area of soft

skills include emotional intelligence (EQ), the cluster of personality traits, communication,

language, personal habits and various other attempts, steps, traits and characteristics, which aid the

establishment, development and maintenance of the relationships among employees within the

organization.

Whenever it comes to incorporating and inculcating the kind of issues and concerns that

revolve around the organization would actually make way for improving relationships and creating

better rapport among employees in the organization. It must be acknowledged that these soft skills

individually tend to make way for the development and understanding of developing a better,

healthier, team-oriented organization, which can actually produce synergetic performance results

and close a better, much more fulfilling outcome.

One must also understand that the kind of issues and concerns that are involved in the

process of these internal changes to be incorporated, these, in the real sense, are amongst those

changes, which are required as per the job specification (JS) and also the need to fully perform the

job with complete understanding and better, improved performance.

Soft Skills Thinking

It takes a great deal of understanding, practice and efforts, in order to better understand and

comprehend the kind of issues and concerns regarding the adoption and practice of these skills in


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the context of organizational growth and individual development of employees. While the

conventional methods of thinking limit our frame of comprehension regarding organizational

needs and resolving problems and concerns occurring in the organization, soft skills can actually

pave way for understanding the core of all issues involved in conflict resolution and problem

dissolution, which may otherwise have not been a concern or issue involved in the organization.

Strategies to adopt for Soft Skills Thinking

Many of the points in common are that within the "Emotional Intelligence" mentioned that

not only serves to have a self but it also must be a self-motivation that helps us achieve our goals

more easily, point very important if we are referring to a leader (Glenn, 2008, pp.7).

The development of "Emotional Intelligence" allows us to develop further the sense of

empathy; a condition for a leader is very helpful because this way can easily anticipate possible

reactions that may have our fans, especially if it is a planning case (James & James, 2004, pp.39).

It is noteworthy that one of the factors that influence the "Emotional Intelligence" is the

body language, verbal language is only a small percentage of the way humans communicate, is

much more noticeable to others, you can have a good emotional control but if you have a good

body control "emotional intelligence" is not complete.

Within what is defined in emotional intelligence are other points as the self-consciousness

refers to the ability to know that we have reason to react in a certain way, this emotional control as

the ability to control our moods, motivation As mentioned above, the empathy and relationship

management. All these points make the learning of emotional intelligence is more clear (Minium,

King & Bear, 2003, pp.78).


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As mentioned, the leadership is very influential in the decisions of the followers and

according to "Emotional Intelligence" you have, some authors have separated the lead in two

models, the lead female and male, both explained below and gives notice the real difference

between a leader of one kind or another. This difference is explained in a case.

Exposure of cases is one way to implement everything that has been talked about emotional

intelligence and how this affects the smooth running of leadership, for this reason are some cases

that will give the reader a clearer idea the issue here exposed (Pedhazur & Schmelkin, 2001,

pp.14).

Among the functions of a supervisor is to manage the groups and individuals, there are no

manuals or guides to teach us to be supervisors of this or that way, but several publications that

give us the training to act in a certain way. This work is one of these training guidelines; The

"Emotional Intelligence" is a very useful tool for success in leadership, in this work point out the

differences that occur in an uncontrolled emotional leader and a leader that control, in addition to

features that help you develop a good emotional intelligence (Perreault, 2004, pp.23). The reader

will notice that emotional intelligence is not just the control character but has a lot to do with the

treatment of people and ways to demonstrate and control our feelings.

In the mid seventies, long before the term was coined Emotional Intelligence, began its

development in the United States applied science called Neuro Linguistic Programming

(NLP). This was a study, which was undertaken to analyze and identify how humans work and go

about their daily routines, through which we put our attention and inner meaning and give to the

reality around us, thus building subjective experiences, which then influence our behavior.

The acronym NLP defines the three main elements with which this science works:

Programming,Neurology andLanguage. Our own "programming" determines how we perceive


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what is happening around us and as a consequence how we feel and how we behave. Our

neurological system regulates how our minds and our bodies. The verbal and nonverbal language

determines how we communicate with ourselves and with others (Redmann & Kotrlik, 2004,

pp.76).

NLP allows, using simple and useful tool to develop our emotional self-management skills

and improve in a very remarkable our communication and relationships. NLP helps us to easily

develop new resources and capabilities to improve our emotional intelligence. The most valuable

aspect of this discipline is that it can be learned and used easily and without prior knowledge by

any person in their own benefit and that of others (Sutton, 2002, pp.16).

In the 90's, American psychologists Peter Salovey and John Mayer coined the term

emotional intelligence in order to define the use of it in the development and understanding of the

organization (Timm, 2005, pp.55).

Implementation of Soft Skills Thinking

Emotional Intelligence (EQ) was further divided into two broadly distinct categories

known to us. These includeIntrapersonal Intelligence andInterpersonal

Intelligence. Psychologist Howard Gardner defines these two terms as follows:

1. Interpersonal Intelligence suggests the ability to understand others, which are the

things that motivate them, how they work and the best how to cooperate with

them".

2. Intrapersonal Intelligence, on the other hand, regards the ability of insight, which

we allows an accurate and true to us same, allowing us to act in life in a more

effective."


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We say that a person is emotionally intelligent, when it is able to establish contact with

their feelings (Wilhelm, 2004). Understanding and properly conducted, if emotions are properly

aligned, they shall influence their behavior, ultimately improving their quality of life. In turn, it

also fails to understand the emotions of others, you know put in place and responds appropriately

to the moods, motivations and desires.

Impact of Soft Skills Training towards Organizational Performance

To achieve a high degree of emotional intelligence, a person must develop 4 concepts

(Competition ASK), according to Salovey, which are these:

1. Knowledge of their own emotions and the ability to drive;

2. Ability to motivate oneself;

3. Being able to recognize the emotions of others; and

4. A good control of their relationships.

1. The knowledge of their own emotions and the ability to drive

It is the cornerstone of emotional intelligence, as individuals become aware of the

workplace environment to recognize their own feelings, one being understood. Driving

one's own emotions and adjust to what each situation demands are essential for a good

emotional balance (Redmann & Kotrlik, 2004, pp.76). Individuals perform traits in

different environments; they tend to develop in difficult situations, avoid anxiety, sadness

or anger, or even be able to turn a deaf ear to these external influences and easily overcome

the difficulties. This self-control of our emotions leads us to use all our energy to achieve

what we want.


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2. Ability to motivate oneself

Motivated people are always happier, productive and efficient in all tasks or

activities they undertake. The actions to achieve a certain goal, generates enough energy to

overcome obstacles and setbacks that may arise. These individuals are in the position of

actually making way for the development and consideration of being able to recognize the

emotions of others (James & James, 2004, pp.39). One common emotion which has

generally been thought of the midst of the analyzing and improving EQ amongst

employees is the practice of empathy. This will differentiate with respect subtle signals

that other issue, depending on the emotional state in which they are, which if once

practiced will understand better what they want or need and it will feel understood (Glenn,

2003, pp.9). This understanding will significantly improve a relationship.

3. A good control of their relationships

It is an art based on the proper way to behave to the perceived emotional state of

others. This ability is in order to leadership and personal influence. Those who excel in this

area of maintaining relationships are usually social and professional success. All these

skills are developed through education and personal experiences can be improved at any

age (Evenson, 2001). If we look at how we communicate with ourselves and with others,

we will be in power to discover how we create our own emotions (internal processes) and

how we influence our communication through the "emotional state" of the people with

whom we interact. The way to develop skills to achieve a new level of emotional


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competence is the main objective of the seminars and workshops, alongside the different

trainings (Christopher, 2006, pp.40).

Performance of the People

They are more subtle changes in the behavior of individuals and related how it does

things. For example, changes in tone of voice, the same volume, respiratory rate, the skin color,

etc. Changes in the behavior are the external expression, whereas cognitions and attitudes of a

person, relate to their emotional state. If we can properly identify and assess these small changes,

we'd be able to interpret and identify what is the emotional state of other people working within the

organization and thereby create and show empathy to understand how an employee feels (Ganzel,

2001).

Tuning is defined as the process by which initiates and maintains a relationship of mutual

trust (understanding and good relationship between two or more people). It is the basic ingredient

needed to improve communication and build good relations, both the conscious and the

subconscious of every relationship (Pedhazur & Schmelkin, 2001, pp.14).

This is a way to see the other that we understand and respect (sensitivity and interest), but

does not necessarily mean that we like how this person is, or we totally agree with what he

does. Through this we have the other person feel confident and willing to cooperate.

With reference to emotions, one can also match body posture, hand gestures, facial

expressions, and breathing. All of which body, but it is also possible the Vowels (nonverbal) and

rate of speech, voice volume, tone, emphasis. If the other person feels or perceives imitated

exaggerate their gestures or movements do not generate tuning. For this to achieve this we must do

it with subtlety (Perreault, 2004, pp.23).


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Another way to match is called indirect or cross-tuning that is to mimic a type of conduct

by an individual with other behavior different from ours. For example, adjusting the speed of our

speech with following your breathing or blinking with small strokes of our fingers. To learn how to

match it is to watch other people interact in a restaurant, meetings, parties, etc. It all depends on

what happens to the quality of their communication when our emotional quotient is on a

equilibrium, changing with the passage of time, thus being volatile in nature (Redmann & Kotrlik,

2004, pp.76).

The match effectively requires some time, because we must pay attention to some of our

actions and that of others before we went unnoticed. In humans, this is done automatically.

By setting the tune, it creates an energy field between the two beings, i.e. in both directions,

otherwise you cannot achieve it. A sign of having established a good fit is when the other person

begins to follow, to match our posture, movement, voice, etc. Finally, the ability to build rapport

and create harmony is crucial to improving interpersonal intelligence (Sutton, 2002, pp.16).

How do we feel if we see that the animal is directed toward us? Perhaps feel confident

when we come to pass his hand over his back, stroking and playing with him or else feel fear and

try to get away with care. What makes us feel confident or afraid? Our excitement and later

behavior (trying to play with him or away) depend on how we represent in our mind that animal.

Humans do not respond directly to the reality that surrounds us, but to the internal representation

we make of it. This process is unconscious in most cases consists of three mechanisms that

constitute the so-called universal process modeling.


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Current Situation

We all go through many different emotional states every day. At times we may feel happy

and others sad. Sometimes we feel sure of ourselves and sometimes vulnerable. What happens to

us for a specific situation to feel a certain emotion and behave as we do?

Imagine that we came across a stray dog on the street (Christopher, 2006, pp.40).

The first phase is called whereby we focus on a specific part of reality that surrounds us,

eliminating the rest. The object or person we place our attention is brought to life for us and the

rest is like there. In the situation we discussed our attention to the dog you see, take the leaves

from a nearby tree swaying in the wind or perhaps look at how the clouds move across the sky

(Evenson, 2001).

Suppose we pay attention to the dog that comes close. Then our mind makes another

process called generalization, by which we evaluate external reality to which we have paid

attention (the dog) based on our past experiences (Glenn, 2003, pp.9).

Depending on what happened in those experiences we have been able to create

generalizations or beliefs such as "dogs are friendly and playful" or, conversely, "dogs are

dangerous animals".

Therefore, based on these generalizations, people do a process of distortion of reality

external to internal representations. The dog in our internal representation can be either friendly or

perhaps very dangerous depending on the level of distortion that we make.

If we revive in our minds the images of what happened before with this type of animals

that our mental representation of reality called dog will be very "real" for us. This internal process

creates our emotional state (confidence or fear) and as a result of the excitement produced is

chosen unconsciously in most cases, a type of conduct or other to react (Glenn, 2008, pp.7).


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These are situations that tend to alter the emotional state of most people considered normal

taking them to the edge of their own physical and mental limits. The result is often emotional

imbalance. This imbalance not only affects the intimate life of a person, it affects their work and

professional development, because emotions play an important role in the workplace (Minium,

King & Bear, 2003, pp.78).

Conclusion

Researchers found and identify those specific leadership characteristics (energy,

appearance and height). Traits of intelligence and ability, personality traits (such as adaptability,

enthusiasm, self security)

From anger to excitement, from frustration to satisfaction, every day we face our own and

others emotions. The key is to use emotions intelligently, to work for them, so to help us control

our behavior and thoughts in pursuit of better results and at the same time, make room for more

improvement on an emotional level amongst employees in the organization.


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REFERENCES

Christopher, D. A. (2006). Building better communicators: Integrating writing into business

communications courses. Business Education Forum,61(2): pp.40-43.

Evenson, R. (2001). Soft skills, hard sell Techniques: Making Education & Career Connections,

74(3): pp.29-31. Retrieved February 2, 2006, from EBSCOhost

http://web7.epnet.com.spot.lib.auburn.edu

Ganzel, R. (2001).Hard training for soft skills. Training, 38(6): pp. 56-60. Retrieved February 2,

2006, from EBSCOhost http://web7.epnet.com. spot.lib.auburn.edu

Glenn, J. L. (2003).Business success often depends on mastering the "sixth R -" relationship

literacy. Business Education Forum, 58(1): pp.9-13.

Glenn, J. L. (2008). The "new" customer service model: Customer advocate, company

ambassador. Business Education Forum, 62(4): pp.7-13.

James, R. F & James, M. L. (2004). Teaching career and technical skills in a "mini" business

world. Business Education Forum, 59(2) pp.39-41.

Minium, E. W, King, B., & Bear, G. (2003). Statistical reasoning in psychology and education

(3rd ed.). New York; John Wiley & Sons: pp.78-87

Pedhazur, E. J., & Schmelkin, L. P. (2001).Measurement, design, and analysis: An integrated

approach. Hillsdale, New Jersey: Psychology Press: pp.14-51

Perreault, H. (2004).Business educators can take a leadership role in character education.

Business Education Forum, 59(1): pp.23-24.

Policies Commission for Business and Economic Education (PCBEE)(2000) This we believe about

teaching soft skills: Human relations, self-management, and workplace enhancement


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(Statement No. 67). Retrieved July 16, 2007, from

http://www.nbea.org/curriculum/no67.html

Redmann, D. H, & Kotrlik, J. W. (2004). Technology integration into the teaching-learning

process by business education teachers. The Delta Pi Epsilon Journal, XLVI(2): pp.76-91.

Sutton, N. (2002). Why can't we all just get along? Computing Canada (28): pp.16-20.

Timm, J. A. (2005).Preparing students for the next employment revolution. Business Education

Forum, 60(2): pp.55-59.

Wilhelm, W J. (2004).Determinants of moral reasoning: Academic factors, gender, richness of

life experiences, and religious preferences. The Delta Pi Epsilon Journal, XLVI(2): pp.105-

121.

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Soft Skills Training (Rev.1)